融合具象语汇与色彩构成抽象意境的教学研究——以描述季节情调的成语为例  

A Pedagogical Study of Color Composition in Idioms of Chinese Literature:Taking for Example the Idioms Describing Seasonal Changes

作　　者：蔡楚君[1] 

机构地区：[1]惠州学院美术系,广东惠州516007

出　　处：《美育学刊》2017年第1期115-120,共6页Journal of Aesthetic Education

基　　金：惠州学院2015年本科教学工程项目<融合具象语汇与色彩构成抽象意境的教学实践>(JG2015042)的研究成果

摘　　要：基于中国文学与图像表达结合方式的教学尝试,选择成语中含义的内容作为基础,让学生了解成语本身的出处、成语的内涵及内容,通过用色彩的构成组合图像表现成语涉及的色彩组合构造,思考如何将语言文字与图像创作相联系的创作方式。中国的当代色彩构成课程总是单单注重抽象色彩概念表述,而不是色彩基本的含义和色彩的来源。这样的课程安排令学生难以理解色彩概念本身的存在原理,课程结果将会流于对前人色彩已有的搭配方式的抄袭,而不是真正地理解色彩构成的原理和构成的本质方式。在一些相对具体的范围中对色彩社会习惯的思考和运用,让抽象的图像概念有可依附的实体状态,是能让这个课程中抽象的色彩构成概念落到实处的一种方式。This paper is a teaching experiment based on a combination of image expression with color composition in Chi- nese literature. After idioms are selected, students are asked to identify their sources, morals and implications, use the way of color composition to express the color content of the said idioms and investigate how to create the color image associated with the language content. Prevailing courses in Chinese color structure only focus on the abstract color concept, not the bas- ic meaning of color and the source of it. Such course arrangement may prevent students from understanding the principles of existence of the color concept and induce them to do nothing but copy the existing modes of color collocation, instead of at- tempting to understand the basic principles of color composition and its intrinsic modes. It is an effective way to apply in practice the abstract concepts of color composition, that is, to ponder the uses of color in concrete social situations and attach the abstract concepts of image to tangible entities.

关 键 词：色彩构成 教学改革 中国成语 抽象图像 实践研究 

分 类 号：G642[文化科学—高等教育学] J063-4[文化科学—教育学]